Part (i): General Description of the Texas State Accountability System Under Subsection (c)

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system;
The Texas accountability minimum size criteria are 25 tests for assessments related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for All student group.

Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students, as defined in subsection (c)(2);

AllStudents

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

Two or MoreRaces

EconDisadv

SpecialEduc

EL(Current and Former)

Academic Performance (At Meets Grade Level or Above)

Reading/ELA

Baseline 2016-17 Rates

44%

32%

37%

60%

43%

74%

45%

56%

33%

19%

29%

2017-18 through 2021-22

44%

32%

37%

60%

43%

74%

45%

56%

33%

19%

29%

2022-23 through 2026-27

52%

42%

46%

66%

51%

78%

53%

62%

43%

31%

39%

2027-28 through 2031-32

62%

54%

58%

73%

62%

82%

63%

70%

55%

45%

52%

2032-33

72%

66%

69%

80%

72%

87%

73%

78%

67%

60%

65%

Mathematics

Baseline 2016-17 Rates

46%

31%

40%

59%

45%

82%

50%

54%

36%

23%

40%

2017-18 through 2021-22

46%

31%

40%

59%

45%

82%

50%

54%

36%

23%

40%

2022-23 through 2026-27

54%

41%

49%

65%

53%

85%

57%

61%

45%

34%

49%

2027-28 through 2031-32

63%

54%

59%

73%

63%

88%

66%

69%

57%

48%

59%

2032-33

73%

66%

70%

80%

73%

91%

75%

77%

68%

62%

70%

EL Progress

Baseline 2016-17 Rates

41%

2017-18 through 2021-22

42%

2022-23 through 2026-27

44%

2027-28 through 2031-32

46%

Graduation Rate:4-Year Longitudinal Rate

Baseline 2016-17 Rates

89%

85%

87%

93%

86%

95%

89%

92%

86%

78%

72%

2017-18 through 2021-22

90%

90%

90%

90%

90%

90%

90%

90%

90%

90%

90%

2022-23 through 2026-27

92%

92%

92%

92%

92%

92%

92%

92%

92%

92%

92%

2027-28 through 2031-32

94%

94%

94%

94%

94%

94%

94%

94%

94%

94%

94%

Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at or above Meets Grade Level)
b. Other Academic Indicator for Non-High Schools: STAAR Growth Status
c. Graduation Rate: Federal Graduation Status
d. ELP Indicator: English Learner Language Proficiency Status
e. School Quality or Student Success (SQSS) Indicators: College, Career, and Military Readiness for High Schools and K-12; Student Achievement Domain Score: STAAR only for All Other Schools without Annual Graduates

Part (i)(IV) the State's system for meaningfully differentiating all public schools in the State, including:
(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;

Campus Type

Indicator

Weight

Elementary and Middle Schools

Academic Achievement

30%

Other Academic Indicator

50%

English Learner Language proficiency

10%

SQSS: Student Achievement Domain Score

10%

High Schools and K-12

Academic Achievement

50%

4-Year Graduation Rate

10%

English Learner Language proficiency

10%

SQSS: College, Career, and Military Readiness

30%

(bb) the methodology by which the State differentiates all such schools;
A weighted average of the accountability indicators will be computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-00), B (80-89), C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.

(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance;
Student group achievement is monitored annually through the Closing the Gaps domain of the State accountability. Any campus that has one or more achievement gap(s) between individual student groups and the interim goals for three consecutive years will be identified as a consistently underperforming school.

(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i);
The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. Also, if a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is also automatically identified for comprehensive support and improvement. Additionally, any Title I campus identified for targeted support and improvement for three consecutive years is identified for comprehensive support and improvement the following school year.
TEA will annually identify campuses for comprehensive support and improvement beginning with the August 2018 accountability release, which is based on school year 2017-18 performance data.

Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2);Comprehensive Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and additional targeted support based on performance in the Closing the Gaps domain (Excel file).

Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection.
Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain will be considered as having successfully exited comprehensive support and improvement status.
To exit additional targeted support and improvement status, a student group must meet at least 50 percent of the indicators evaluated and meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2017-18 school year. These results include all students tested, regardless of whether they were in the accountability subset.

There is no data for this campus.

Part (iii): Academic Growth and Graduation Rate

Part (iii)(I): Academic GrowthThis section provides information on students' academic growth for mathematics and ELA/reading for public elementary schools and secondary schools which don't have a graduation rate. These results include all students tested, regardless of whether they were in the accountability subset.

There is no data for this campus.

Part (iii)(II): Graduation RateThis section provides information on high school graduation rates.

There is no data for this campus.

Part (iv): English Language Proficiency

This section provides information on the number and percentage of English learners achieving English language proficiency.

Total EL in Class

Proficiency of EL

Rate of Proficiency

67

7

10%

'*' Indicates results are masked due to small numbers to protect student confidentiality.'-' Indicates zero observations reported for this group.

Part (v): School Quality or Student Success (SQSS)

This section provides information on the other indicator of school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.

There is no data for this campus.

Part (vi): Goal Meeting Status

This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners' language proficiency.

This section provides the percentage of students assessed and not assessed for mathematics, ELA/reading, and science.

There is no data for this campus.

Part (viii): Civil Rights Data

Part (viii)(I) This section provides information submitted by school districts to the Office for Civil Rights on measures of school quality, climate, and safety.

Totalstudents

AfricanAmerican

Hispanic

White

Indian orAlaskaNative

Asian

PacificIslander

Two or MoreRaces

EL

StudentswithDisabilities

StudentswithDisabilities(Section 504)

Students Without Disabilities

In-School Suspensions

Male

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

Out-of-School Suspensions

Male

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

Expulsions

With Educational Services

Male

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

Without Educational Services

Male

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

Under Zero Tolerance Policies

Male

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

School-Related Arrests

Male

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

Referrals to Law Enforcement

Male

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

Students With Disabilities

In-School Suspensions

Male

*

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

*

Out-of-School Suspensions

Male

*

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

*

Expulsions

With Educational Services

Male

*

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

*

Without Educational Services

Male

*

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

*

Under Zero Tolerance Policies

Male

*

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

*

School-Related Arrests

Male

*

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

*

Referrals to Law Enforcement

Male

*

*

*

*

*

*

*

*

*

*

Female

*

*

*

*

*

*

*

*

*

*

Total

*

*

*

*

*

*

*

*

*

*

All Students

Chronic Absenteeism

Male

44

8

26

8

*

*

*

*

8

20

*

Female

30

*

20

8

*

*

*

*

5

5

*

Total

74

10

46

16

*

*

*

*

13

25

*

Total

Incidents of Violence

Incidents of rape or attempted rape

*

Incidents of sexual assault (other than rape)

*

Incidents of robbery with a weapon

*

Incidents of robbery with a firearm or explosive device

*

Incidents of robbery without a weapon

*

Incidents of physical attack or fight with a weapon

*

Incidents of physical attack or fight with a firearm or explosive device

*

Incidents of physical attack or fight without a weapon

*

Incidents of threats of physical attack with a weapon

*

Incidents of threats of physical attack with a firearm or explosive device

*

Incidents of threats of physical attack without a weapon

*

Incidents of possession of a firearm or explosive device

*

Allegations of Harassment or bullying

On the basis of sex

*

On the basis of race

*

On the basis of disability

*

Part (viii)(II) This section provides information submitted by school districts to the Office for Civil Rights on the number and percentage of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.

Totalstudents

AfricanAmerican

Hispanic

White

Indian orAlaskaNative

Asian

PacificIslander

Two or MoreRaces

EL

StudentswithDisabilities

Preschool Programs

Male

24

8

14

*

*

*

*

*

5

14

Female

21

*

14

5

*

*

*

*

5

5

Total

45

10

28

7

*

*

*

*

10

19

Accelerated Coursework

Advanced Placement Courses

Male

-

-

-

-

-

-

-

-

-

-

Female

-

-

-

-

-

-

-

-

-

-

Total

-

-

-

-

-

-

-

-

-

-

International Baccalaureate Courses

Male

-

-

-

-

-

-

-

-

-

-

Female

-

-

-

-

-

-

-

-

-

-

Total

-

-

-

-

-

-

-

-

-

-

'*' Indicates results are masked due to small numbers to protect student confidentiality.'**' When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).'-' Indicates there are no students in the group. Blank cell indicates the student group is not applicable to this report.

Part (ix): Teacher Quality Data

This section provides information on the professional qualifications of teachers, including information disaggregated by high- and and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.

All School

Number

Percent

Inexperienced Teachers, Principals, and Other School Leaders

3.0

9.7%

Teachers Teaching with Emergency or Provisional Credentials

0.0

-

Teacher Who Are Not Teaching in the Subject or Field for Which the Teacher is Certified or Licensed

2.0

6.9%

'-' Indicates there are no data available in the group. Blank cell Indicates data are not applicable to this report.

Source: TEA Division of Research and Analysis

Part (x): Per-pupil Expenditure

This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year.

The Public Education Information Management System (PEIMS) encompasses all data requested and received by Texas Education Agency (TEA) about public education, including student demographic and academic performance, personnel, financial, and organizational information. The submission of PEIMS data is required of all local education agencies (LEAs).

The TEA will utilize PEIMS submissions to develop and report the per-pupil expenditures of Federal, State, and local funds, including actual personnel expenditures and actual non-personnel expenditures of Federal, State, and local funds, disaggregated by source of funds, for each LEA and each school in the State for the preceding fiscal year; the data will be reported on 2018-2019 school year report cards.

Part (xi): STAAR Alternate 2 Participation

This section provides information on the number and percentage of students with the most-significant cognitive disabilities who take STAAR Alternate 2, by grade and subject.

There is no data for this campus.

Part (xii): Statewide National Assessment of Educational Progress (NAEP)

This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the National Assessment of Educational Progress, compared to the national average of such results.

State Level: 2017 Percentages at NAEP Achievement Levels

% Below Basic

% At or Above Basic

% At or Above Proficient

% At or Above Advanced

Grade

Subject

Student Group

TX

US

TX

US

TX

US

TX

US

Grade 4

Reading

Overall

40

32

32

31

23

27

5

9

Black

44

49

34

31

19

17

3

3

Hispanic

49

46

31

32

16

19

3

4

White

21

22

34

32

35

34

10

13

American Indian

*

52

*

28

*

17

*

3

Asian

16

16

23

25

42

37

19

22

Pacific Islander

*

42

*

31

*

23

*

4

Two or More Races

33

27

29

31

29

30

8

11

Econ Disadv

50

46

32

32

16

18

2

3

Students with Disabilities

70

68

20

20

9

10

1

2

English Language Learners

63

68

25

23

11

8

1

1

Mathematics

Overall

18

20

40

39

33

32

8

8

Black

30

37

46

44

22

17

3

2

Hispanic

21

29

45

44

29

23

5

3

White

9

12

32

37

46

40

13

11

American Indian

*

31

*

44

*

21

*

3

Asian

8

8

18

25

40

42

34

25

Pacific Islander

*

29

*

42

*

25

*

4

Two or More Races

13

15

30

39

41

35

17

11

Econ Disadv

23

31

46

44

25

22

4

3

Students with Disabilities

43

51

38

32

16

14

2

3

English Language Learners

29

47

44

39

23

13

4

2

Grade 8

Reading

Overall

29

24

44

40

26

32

2

4

Black

42

40

43

42

14

17

n/a

1

Hispanic

34

33

45

44

20

22

1

1

White

17

16

43

39

37

39

3

6

American Indian

*

37

*

41

*

20

*

1

Asian

8

13

29

30

53

45

10

12

Pacific Islander

*

35

*

42

*

22

*

2

Two or More Races

23

18

42

40

31

36

5

6

Econ Disadv

38

35

45

43

16

20

1

1

Students with Disabilities

65

61

29

29

6

9

n/a

1

English Language Learners

62

68

33

27

5

5

n/a

n/a

Mathematics

Overall

30

30

37

36

24

24

9

10

Black

44

53

41

34

13

11

1

2

Hispanic

38

43

39

37

19

16

4

4

White

16

20

33

37

35

31

16

13

American Indian

*

44

*

38

*

14

*

4

Asian

3

12

19

24

37

32

40

32

Pacific Islander

*

36

*

39

*

18

*

6

Two or More Races

24

27

43

36

24

25

8

13

Econ Disadv

40

45

40

37

17

15

3

3

Students with Disabilities

67

69

23

22

8

7

2

2

English Language Learners

61

71

32

23

7

5

1

1

State Level: 2017 Participation Rates for Students with Disabilities and Limited English Proficient Students

Grade

Subject

Student Group

%

Grade 4

Reading

Students with Disabilities

81

Limited English Proficient

94

Mathematics

Students with Disabilities

79

Limited English Proficient

94

Grade 8

Reading

Students with Disabilities

81

Limited English Proficient

94

Mathematics

Students with Disabilities

82

Limited English Proficient

96

'*' Indicates reporting standards not met.'n/a' Indicates data reporting is not applicable for this group.

Source: TEA Division of Student Assessment

Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education

This section provides information on the cohort rate at which students who graduate from the high school enroll, for the first academic year that begins after the student's graduation, in (I) programs of public postsecondary education in Texas; and (II) programs of private postsecondary education in Texas or programs of postsecondary education outside Texas.